Schema Theory.

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Presentation transcript:

Schema Theory

Schema Theory When we want to develop a skill, if we understand schema theory it can reduce the time taken to reinforce the skill/ learn it Motor programme theory- criticism is that all movement are pre planned and stored in our long term memory

Schema Theory Rather than using memory and perceptual traces to initiate movement.. We store generalised series of movement patterns and adapt them to the current environment. We want to learn new skill recall motor programme and alter it. Modify running, jumping, throwing and catching- refined skill

Schema….. Set of rules/ relationships to help us make decisions about movement patterns

Schemas are initiated and evaluated by 2 processes…. Recall Schema- Starts movement Initial- What's going on Response- What's needed Recognition Schema - Controls and evaluates movement Sensory consequences- How did it feel Response Outcomes -What happened

Various sources of information used to modify behaviour RECALL Prior to performance Initiates movement Knowledge of initial conditions What can you see hear feel? Knowledge of Response Specifications What is expected/ what should I do?

Various sources of information used to modify behaviour RECOGNITION Following/ during movement/action Sensory consequences Feedback info concerning performance- intrinsic/ kinaesthetic how it felt Response Outcome Comparison of actual and intended outcome/ knowledge of results/ what happened?

David Beckham Wide range of schema for free kicks Faced with a free kick, assesses the situation and selects the type of shot he s to use to avoid the GK and defenders Recall Schema

David Beckham The fact that he has build up a wide range of schema for the skill allows him to take the free kick form a variety of locations. Controls the execution of the shot and assesses its outcome, retaining any information that may be useful in the future if faced with a similar situation Recognition Schema

Implications of schema on the way we teach skills Vary practise conditions by changing initial conditions I.e. team mates in different places/ opposition Realistic practise Build up set of response specifications/ movement requirements Develop as many schema as possible Frequent feedback Teach simple skills before sport specific skills Challenging and progressive tasks